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  • 51.
    Backström, Ida
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Karlsson Falk, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Man kan döda genom att göra det för formellt”: En intervjustudie av sju lärares skrivdiskurser i årskurs 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Writing instruction is affected by teachers’ ideas about writing, learning to write, and what is judged to be acceptable writing. To ascertain seven teachers’ didactic choices when teaching writing, the present study has investigated their perceptions of writing instruction in grade 3, based on Ivanič’s writing discourses. The results of the study show that the teachers relate to several different writing discourses, but the most common are the genre discourse, the skills discourse, and the process discourse. Another finding is that the national tests affect the content of writing instruction, and three of the teachers think that it takes too much time from the ordinary teaching. At the same time, they appreciate the assessment support that comes with the national tests, since this can be used in all writing instruction. The teachers find the national tests time-consuming, while they can simultaneously be regarded as an evaluation of the writing instruction. The teaching of writing is also affected by the pupils’ different needs, and the pupils are offered support in the form of compensatory tools and special teaching to further their writing development and challenge them to achieve more advanced writing as a result of higher demands.

  • 52.
    Backström, Ida
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Karlsson Falk, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Vad sker i klassrummet?: En studie om språkutvecklande aktiviteter inom svensk- och matematikundervisningen i årskurs 2 och 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Language development benefits pupils’ knowledge development and progress in school. Pupils whose linguistic ability is deficient risk encountering difficulties with knowledge development in school. Teachers therefore need to know what they can do to support pupils’ language development. This study examined the occurrence of seven language development activities in four classes in Swedish and mathematics in grades 2 and 3. The practice of the teachers was documented with the support of an observation schedule based on the British “Communication Supporting Classrooms Observation Tool”. The results were analysed and compared according to school subject and grade. The study shows that language development activities occur more often in Swedish teaching but that the range of activities in mathematics teaching is wider. Moreover, the study shows that the pupils are offered few opportunities to work together, as the focus is instead on activities directed by the teacher.

  • 53.
    Bard, Hanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    En studie av en lärares stöttning i samtal mellan vuxna andraspråkselever2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 54.
    Belancic, Kristina
    et al.
    Umeå universitet, Institutionen för språkstudier.
    Lindgren, Eva
    Umeå universitet, Institutionen för språkstudier.
    Outakoski, Hanna
    Umeå universitet, Institutionen för språkstudier.
    Westum, Asbjörg
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Umeå universitet, Institutionen för språkstudier.
    Sullivan, Kirk
    Umeå universitet, Institutionen för språkstudier.
    Nordsamiska i och utanför skolan: språkanvändning och attityder2017In: Samisk kamp: Kulturförmedling och rättviserörelse / [ed] Marianne Liliequist & Coppélie Cocq, Umeå: Bokförlaget h:ström - Text & Kultur , 2017, p. 252-279Chapter in book (Refereed)
  • 55.
    Bengtsson, Frida
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Motiveras pojkar och fickor till läsning på samma sätt?: Hur tre lärare i årskurs 1 arbetar med läsmotivation2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka hur tre lärare i årskurs 1 arbetar med läsmotivation. Vidare är syftet att undersöka om pojkar och flickor motiveras till läsning på samma sätt. Läsförmåga är en förutsättning för att kunna leva och verka i ett samhälle, eftersom läsning är centralt i människors liv. Det framgår dock av PIRLSresultat från 2016 att flickor presterar bättre än pojkar när det kommer till läsning. Jag vill därför undersöka hur lärare motiverar elever till läsning. Den här studien baseras på tre observationer och tre intervjuer med yrkesverksamma lärare. Observationerna dokumenteras i observationsscheman utifrån bestämda händelser, och intervjuerna spelas in och transkriberas. Resultatet visar att flickor och pojkar generellt inte motiveras till läslust på samma sätt. Det som motiverar elever till läsning är individuellt och beror inte på kön. Elever motiveras till läsning genom att lärare bland annat förklarar nyttan av att kunna läsa samt genom att eleverna själva får välja böcker.

  • 56.
    Bengtsson, Frida
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Pojkar och flickor i Astrid Lindgrens bilderböcker: En genusstudie av fyra bilderböcker2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka hur genus framställs i fyra av Astrid Lindgrens bilderböcker. Vidare är syftet att undersöka om flickor och pojkar framställs olika i böckerna, och vilka medel som används i text och bild för att förmedla detta. Genom närläsning analyseras bilderböckerna metodiskt utifrån förutbestämda analyskategorier i texten, i detta fall de egenskaper som pojkar respektive flickor tillskrivs i text och bild. De kategorier som särskilt studeras är karaktärernas psykiska och fysiska egenskaper och sociala relationer ur ett genusperspektiv. Resultatet visar att majoriteten av de analyserade karaktärerna ser ut och beter sig på ett sätt som är förväntat av dem ur ett genusperspektiv. Det finns dock undantag där flickor utmanar det manliga idealet. 

  • 57.
    Bengtsson, Sara
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Bokomslagets betydelse: En paratextanalys av fem populära böcker valda avelever i årskurs 52017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to apply a paratext analysis to investigate what it is in thepackaging of books that can appear attractive to children and what are the distinctiveshared features of popular pupil choices among books. The analysis consists of anexamination of each book and then a comparative section. The analytical categories arethe title and subtitle, author’s name, publisher’s information, cover pictures, the backcover, the spine, the format of the book, endpapers, and the series emblem. Thetheoretical premises are hermeneutics and semiotic interpretations of signs. The studyproceeds from Genette’s concepts of paratext, peritext and epitext.

    A prominent common feature of the books was series emblems in the form ofmain titles and colours. Another significant conclusion is that the cover often depictssome climactic event in the content of the book. The content and the cover mustharmonize so that the reader will not feel disappointed. The didactic conclusions are thatteachers must have a good understanding of the effect a book cover can have on pupils.Often teachers try to motivate pupils by telling them about the exciting content, but ifthe pupil is not motivated by the paratext, the threshold will be too high. It is of greatrelevance that teachers offer pupils several different books with varying paratexts.

  • 58.
    Bengtsson, Sara
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skagert, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Bergvall, Miriam
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Elgaard, Adam
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Från vänskap och spöken till kidnappare och trollkarlar: Karaktäriserande drag i flickors respektive pojkars favoritböcker2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish pupils’ reading ability has deteriorated in recent years. It may be important to tackle this problem in order to be able to further the pupil’s continued education. With this in mind it may be rewarding to investigate factors in literature which motivates pupils to read. The aim of the study is to investigate what characterizes girls’ and boys’ most frequently chosen favourite books in grade 5. To select the books for study, a questionnaire was distributed to 83 pupils, followed by textual analyses of the favourite books. Girls and boys were found to have different preferences for the literature they are motivated to read, but similarities were also found. The result shows that there are still gender patterns in reading which ought to be considered by those involved in school education. The study also discusses how knowledge of pupils’ literature preferences can be used as a means to generate motivation to read.

  • 59.
    Berger, Mikael
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ledföljdsvariation i svenska: Verb, semantik och syntax i samband med lång objektsflytt2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The term ‘Object Shift’ means that a weak object pronoun has been raised to a position to the left of a sentence adverbial. Primarily, there are two positions to which a weak object pronoun can be raised; one of them is called Long Object Shift.

    In this paper, I primarily deal with finite verb frequencies in sentences with Long Object Shift in Swedish. Also, in order to further define the verbs in these sentences I discuss verb semantic and syntactic valence in relation to the shifted object. Furthermore, I discuss the search methods which have generated sentences with Long Object Shift in written sources in Swedish; an equivalent study has never been done before.  

    The most salient results of my study indicate that: verbs with physical denotation, and specifically vänta, möta and slå, frequently recur in sentences with Long Object Shift in written sources in Swedish; monotransitive verbs appear more often than ditransitive ones; shifted objects are most often assigned the semantic role of experiencer in the studied sentences; the search methods show divergent results, which indicates the significance of sentence adverbial initiating sentences with Long Object Shift. Lastly, the results show that semantic analyses, terminology and search methods need to be extended in order to further define the finite verb in sentences with Long Object Shift in Swedish.

  • 60.
    Berggren, Ebba
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fantastisk makt: Maktkonstruktioner i Vindens namn2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att analysera hur manlig och kvinnlig makt konstrueras i fantasyromanen Vindens namn. Ett intersektionellt perspektiv på maktkonstruktioner utgör studiens teoretiska och metodologiska utgångspunkt, med fokus på hur genus-, klass- och etnicitetsaspekter samvarierar i romankaraktärernas maktpositioner. Målet med studien är också att diskutera romanens möjligheter i svenskämnets värdegrundsarbete. Vidare belyses komplexa mönster för maktkonstruktion i romanen som lärare bör vara uppmärksamma på om man använder den som utgångspunkt för klassrumsdiskussioner om hur makt skapas i såväl romanen, som i det samhälle den tillkommit i. Analysen visar att männen karaktäriseras på ett stereotypiskt vis, där deras handlingar lägger grund för maktpositionerna, medan kvinnorna på motsvarande stereotypa sätt karakteriseras som maktlösa utifrån kropp, utseende och underordning. Detta framställs på ett explicit och ibland övertydligt sätt. Mer implicit framställs etniciteters och klasstillhörighetens betydelse för de manliga karaktärernas inbördes maktpositioner medan kvinnliga karaktärer är objektifierade och underordnade i Vindens namn.

  • 61.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    De första naturvetenskapliga skoltexterna2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, p. 72-98Article in journal (Refereed)
    Abstract [en]

    In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.

  • 62.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Hierarki-komponerad skrivundervisning: En fråga om relationer2014In: Skriv! Les! 2: Artikler fra den andre nordiske konferansen om skriving, lesing og literacy / [ed] Skaftun, Atle, Uppstad, Per Henning & Aasen, Arne Johannes, Bergen: Fagbokforlaget, 2014, p. 217-236Chapter in book (Refereed)
    Abstract [en]

    The article is about the teaching and learning of writing in years 4 to 6 of compulsory schooling, where the pupils write argumentative and explanatory texts. Methods and concepts from linguistic theories of text analysis (Fairclough, 1995; Halliday, 1978;Mann, Matthiessen & Thompson, 1992) have been further developed for the analysis of the teaching practice. These methods and analytical tools have not previously been applied to teaching practices. My aim is to show how teaching practice can be understood as a linguistic activity and analysed as a kind of text. Alongside this, the paper seeks to understand the creation of meaning in teaching activities and how text analysis can be understood in relation to pupils’ meaning-making. A comparison between text and practice becomes possible as the analytic tools are the same.The results show that text and practice analysis can be linked to the analysis ofthe teacher’s meaning making. One conclusion is that the pupils develop knowledge during writing; they take hold of the whole text and they make meaning recursively when writing. The study shows that just as the pupils take a comprehensive approach to their texts, so the teacher takes a comprehensive overview of the teaching practice.The teacher takes charge, in a positive sense, of the practice so that pupils can understand and take responsibility for transforming knowledge into and through their texts.

  • 63.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kritisk litteracitet i text och praktik: Meningsskapande i de mellersta skolåren2015In: Critical literacy i svensk klassrumskontext / [ed] Lundgren, Berit & Damber, Ulla, Umeå: Umeå universitet , 2015, p. 87-108Chapter in book (Refereed)
    Abstract [sv]

    Elever och lärare skapar tillsammans mening i skolämnen genom språk när de samtalar, skriver och läser. Med ett kritiskt litteracitetsperspektiv ses skriftspråklighet som kopplad till sociala praktiker snarare än till män-niskors individuella förmågor. I kapitlet görs en metaanalys av en klass-rumsstudie. Klassrumsstudien presenteras med de språkvetenskapliga verktyg som legat till grund för analys av såväl undervisningspraktik som elevtexter. Därefter följer en redogörelse för metastudien. I metaanalysen används Hilary Janks analytiska modell med begreppen dominans, tillgång, mångfald och design (Janks 2010; Damber och Lundgren 2013).

  • 64.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Muntlig kommunikation i alla ämnen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 1: Muntlig kommunikation i alla ämnen, årskurs F-9 ]2019Other (Other academic)
  • 65.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Muntlig kommuniktion: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), årskurs F-9 ]2019Other (Other academic)
  • 66.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Muntlighet och lärande: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation, Del 8: Muntlighet och lärande, årskurs F-9 ]2019Other (Other academic)
  • 67.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skriva för att lära och kommunicera kunskaper2016In: Språk i alla ämnen för alla elever: Forskning och beprövad erfarenhet / [ed] Ewa Bergh Nestlog, Desirée Fristedt, Växjö: Linnaeus University Press, 2016, p. 21-41Chapter in book (Other (popular science, discussion, etc.))
  • 68.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skrivundervisning – om makt i elevtexter och praktik: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Kritiskt textarbete - att läsa, samtala och skriva (om) världen, Del 7: Ord, makt och skrivande, årskurs 7-9 ]2016Other (Other academic)
  • 69.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skrivundervisning – om makt i elevtexter och praktik: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Kritiskt textarbete - att läsa, samtala och skriva (om) världen, Del 7: Ord, makt och skrivande, årskurs 7-9 ]2018Other (Other academic)
  • 70.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Tiden är mogen för språk i alla ämnen2015In: Svenskläraren, ISSN 0346-2412, no 3, p. 8-8Article in journal (Other (popular science, discussion, etc.))
  • 71.
    Bergh Nestlog, Ewa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ämnesspråk: en fråga om innehåll, röster och strukturer i ämnestexter2019In: HumaNetten, E-ISSN 1403-2279, no 42, p. 9-30Article in journal (Refereed)
  • 72.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skriva i alla ämnen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), årskurs 4–6 ]2015Other (Other academic)
  • 73.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Skriva i alla ämnen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), årskurs 7-9 ]2016Other (Other academic)
  • 74.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skriva i alla ämnen: [ ingår i Lärportalens moduler Språk-, läs- och skrivutveckling (Läslyftet), Skriva i alla ämnen, Del 8: Skriva i alla ämnen, årskurs 4-9 ]2018Other (Other academic)
  • 75.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skriva i alla ämnen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Skriva i alla ämnen, Del 8: Skriva i alla ämnen, årskurs 4-6 ]2015Other (Other academic)
  • 76.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skriva i alla ämnen: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Skriva i alla ämnen, Del 8: Skriva i alla ämnen, årskurs 7-9 ]2016Other (Other academic)
  • 77.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Krogh, Ellen
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. University of Southern Denmark, Denmark.
    Skrivande och skrivundervisning i alla ämnen: [ ingår i Lärportalens moduler Språk-, läs- och skrivutveckling (Läslyftet), Skriva i alla ämnen, Del 1: Skrivande och skrivundervisning i alla ämnen, årskurs 4-9 ]2018Other (Other academic)
    Abstract [sv]

    Lärare i skolans olika ämnen har ett gemensamt ansvar för att ge eleverna möjligheter att utveckla sitt skrivande för olika syften och i olika sammanhang. Men hur det ska gå till är inte givet. I den här artikeln presenteras en modell för detta arbete, nämligen skrivhjulet. Modellen bygger på att skrivande innebär att vi utför skrivhandlingar, att skrivande alltid har ett eller flera syften, och att skrivande medieras i skriftspråk och andra modaliteter. 

  • 78.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Ronja och Bokhunden: ett litteracitetsperspektiv på högläsing för hund2016In: Möten med mening: Ämnesdidaktiska fallstudier i konst och humaniora / [ed] Karin L. Eriksson, Nordic Academic Press, 2016, p. 121-136Chapter in book (Other academic)
  • 79.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    The Book Dog and Semiotic Resources in Envisionment Building of a Text World2019In: Journal of Psycholinguistic Research, ISSN 0090-6905, E-ISSN 1573-6555, Vol. 48, no 2, p. 535-550Article in journal (Refereed)
    Abstract [en]

    The Linnaeus University project “The Book Dog and Astrid Lindgren” seeks to bring children and literature together and to use the dog as a tool for this. The method involves children reading aloud to trained dogs, called book dogs. By studying the practice of the book dog, we seek more profound knowledge of the importance of the reading practice for children’s reading. Such knowledge can have didactic implications for reading practices also in contexts where there is no book dog. In the study reception theories (Langer in Envisioning knowledge.Building literacy in the academic disciplines, New York, Teachers College Press,2011a; Langer in Envisioning literature. Literary understanding and literature instruction, 2nd ed., New York, Teachers College Press,2011b) are developed with perspectives of discourse analysis (Fairclough in Discourse and social change, Polity Press, Cambridge,1992). and social semiotics (Halliday in Language as social semiotics. The social interpretation of language and meaning, Edward Arnold, London,1978). The result shows that the dog contributes with semiotic resources in the meaning-making process; the text world comes to life for the child through the expanded envisionment building where the dog is central. Since pupils read texts in all school subjects, the study should be relevant for all types of teachers when shaping reading practices that support pupil’s meaning-making, also in contexts where there is no book dog. The study can also say something about what engagement, attentiveness, and non-judgemental attitudes can mean for pupils, even they in reading and writing difficulties (Bergh Nestlog and Ehriander 2016).

  • 80.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fristedt, DesiréeLinnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Språk i alla ämnen för alla elever: forskning och beprövad erfarenhet2016Collection (editor) (Other (popular science, discussion, etc.))
  • 81.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Fristedt, DesiréeLinnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Språk i alla ämnen för alla elever: forskning och beprövad erfarenhet2016Collection (editor) (Other (popular science, discussion, etc.))
  • 82.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Larsson, Nils
    Svenska: Ett inkluderande ämne2016Collection (editor) (Other (popular science, discussion, etc.))
  • 83.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Larsson, Nils
    Svenska: Ett kritiskt ämne2017Collection (editor) (Other (popular science, discussion, etc.))
  • 84.
    Bergh Nestlog, Ewa
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Tinglev, Inger
    Stockholm University, Sweden.
    Textskapande som främjar ett gemensamt lärande: Del 6 i Läslyftsmodulen Inkludering och skolans praktik, årskurs 1-92017Other (Other academic)
    Abstract [sv]

    Artikeln fokuserar på elevers tankeutveckling och förståelse av ämnesinnehåll genom att skapa så kallade in-texter. I arbetet med in-texter fördjupas det individuella och gemensamma tänkandet och förståelsen av innehåll, begrepp och aktiviteter i olika ämnen. Elevers erfarenheter, idéer och språk utgör grunden för arbetet där texterna kan vara skrivna, muntliga och multimodala. Arbetet med in-texter kan användas före, under och efter olika aktiviteter och utgör en bra grund för återkopplingar. Syftet med artikeln är att ge kunskap om och förståelse för hur in-texter individuellt, i par och i helklass kan ge struktur och stöd i arbetet med att utveckla det gemensamma lärandet för alla elever. Syftet är också att lärare ska få förståelse för hur in-texter kan utgöra en grund för återkoppling till elever och för utveckling av undervisningen.

  • 85.
    Bergljung, Erica
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lavensjö, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Appappapp, är det verkligen en lärandeapp?: En studie om appars kvalitéer och användbarhet i läsundervisningen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study was to find out what qualities teachers look for in apps for

    reading development, what qualities researchers think an app should possess, and whether the apps that teachers use have these qualities. To achieve this purpose, teachers in grades 1–3 were asked to complete a questionnaire and three educational apps were analysed with the aid of questions based on Sjödén’s (2015) dissertation “What makes good educational software?” The questions were used to study the contexts representation, interaction and social positioning.

    The results of the study showed that the three most desirable qualities in an educational app are that it should motivate pupils, that it should be linked to the learning goals, and that it should give pupils an opportunity to work independently. The analysis showed that the three most frequently used apps had the qualities that the teachers considered most significant and also the qualities that research has found essential in an educational app. The apps mostly elicited positive responses to the analysis questions, but there were defects in the concretizing potential of the apps, and none of them enabled social interaction through the assumption of character roles. The conclusions show that, despite the qualities of the apps, the teacher is indispensable in the teaching of reading with apps, and to choose a good educational app teachers should use the analysis in the study as a foundation but also integrate their own experience of teaching. 

  • 86.
    Bergljung, Erica
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Sellgren, Emma
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kjellberg, Elin
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ska vi prata om läsning?: En studie om sex verksamma lärares uppfattningar om interaktiv bokläsning i förskoleklass och årskurs 32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The development of language, writing and reading is crucial for pupils’ knowledge development in school. Interactive book reading has positive effects on pupils’ linguistic development and furthers their learning in school. Our study aims to find out how some teachers perceive their work with interactive book reading in preschool class and grade 3. The questions asked proceed from the didactic questions what, how and why. To achieve our aim and answer our questions, six interviews were held, three with teachers in preschool class and three with teachers in grade 3. Based on the interviews, categories were distinguished for each research question and similarities and differences between the two grades. The teachers describe interactive book reading as active participants and reflecting readers. In grade 3 the teachers work with established methods, while the majority of the teachers in preschool class work with models they have devised on their own. All the teachers state different reasons why they work with interactive book reading, but similar categories are revealed after analysis. The conclusion is that more training is needed in interactive book reading for teachers in preschool class. 

  • 87. Bergman, Kerstin
    et al.
    Helgason, JonLinnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.Lundin, ImmiRegnell, AstridLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.Steiner, Ann
    "Det universella och det individuella": Festskrift till Eva Haettner Aurelius2013Collection (editor) (Refereed)
  • 88.
    Bescher, Linn
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Normväktarna: En studie om tre svensklärares arbete med språkriktighet2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att studera utsagor från tre högstadielärare i svenska och hur dessa kan kopplas till Ivanič (2004) skrivdiskurser. De teoretiska utgångspunkterna i studien bygger på Ivanič sex skrivdiskurser, men även tidigare forskning om synen på språkriktighet. Metoden som använts i studien är kvalitativa intervjuer. Resultatet visar att informanterna arbetar med färdighets-, genre- och processdiskursen, men att färdighetsdiskursen är mest framträdande. Det framkommer dock inte huruvida lärarna arbetar inom ramarna för kreativitetsdiskursen, diskursen om social praktik samt den sociopolitiska diskursen.

  • 89.
    Bisbal Lunar, Rosa Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Från "Tre röda bilar" till "Kalles röda bil": Adjektivens kamp för inlärning2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att jämföra behärskning av attributiv kongruens i nominalfraser i plural och nominalfraser med genitivattribut utifrån andraspråksinlärares två skriftliga produktioner. I undersökningen har 20 vuxna inlärare av svenska på sfi kurs D medverkat genom att skriva en lucktest och en uppsats samt en grammatikenkät. I grammatikenkäten framkommer informanternas metalingvistiska kompetens, det vill säga deras explicita hänvisningar till de grammatiska reglerna av de analyserade strukturerna. Vissa faktorer som daglig exponering av svenska och motivation kan påverka inlärning av ett andraspråk och detta har även beaktats i denna studie. 

    Genom en jämförande analys på de två strukturerna visar studien att antalet förekomster av attributiv kongruens beträffande pluralformer är högre än vid genitivkonstruktioner i de två skriftliga produktionerna, lucktesten och uppsatsen. Informanterna verkar därmed ha goda grammatiska kunskaper angående pluralkongruens, men sämre kännedom om genitivkongruens, med några få undantag som även anger korrekta hänvisningar till genitivkongruens. Enligt denna undersökning har daglig exponeringstid av svenska utanför skolans domäner inte inverkat på informanternas behärskning av samtliga strukturer i deras skriftliga produktioner. Ett faktum är också att de flesta informanter visar hög motivation för att lära sig mer svensk grammatik. 

  • 90.
    Bjällebo, Linnéa
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Författarröst i lärarstudenters abstract: En studie av tre studentgrupper2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Funktionella brister i ett abstract kan leda till att den vetenskapliga rapporten riskerar att inte bli läst medan ett välskrivet abstract kan fungera som en inträdesbiljett till den vetenskapliga arenan. Vetenskaplig sakprosa ska enligt genrens krav vara opersonlig och transparent, vilket oftast betyder ett restriktivt uttryck av författarröst. Syftet med den här studien är att undersöka hur lärarstudenter använder författarröst i abstract. Studiens material består av 60 abstract från tre lärarinriktningar, indelade efter utbildningslängd. Abstracten analyserades genom närläsning med hjälp av en analysmodell avsedd att fånga de olika uttryck av författaröst som ryms i abstracten. Analysmodellen är inspirerad av Tang & Johns studie från 1999, där sex olika identitetsroller identifieras i studenternas bruk av författarröst. Dessutom analyserades bruket av explicit och implicit författarröst kvantitativt för att kartlägga skillnader mellan de tre studentgrupperna. Resultaten visar att studenterna inom lärarprogrammet för grundskolans senare år och gymnasiet uttrycker författarröst mer restriktivt än studenterna inom lärarprogrammet för förskola och förskoleklass. Vid genomläsning av abstract riskerar därför de blivande förskollärarnas undersökningar att gallras bort på grund av ett icke genreanpassat bruk av författarröst. Detta väcker frågor om undervisning, dels i hur abstract bör skrivas, dels om hur författarröst bör och kan uttryckas i vetenskaplig sakprosa.

  • 91.
    Björklund, Frida
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    "Det är nästan i alla ämnen som det finns svåra ord"2015Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate what differences there are in vocabulary comprehension between pupils with Swedish as a first and second language. The strategies used for understanding unknown words are also investigated. Above all, the aim of this study is to see whether the subject teacher is aware of which words could be difficult to understand for pupils with Swedish as a second language and if she is aware of their vocabulary ability.

             Both quantitative and qualitative methods were used in the form of observation, vocabulary test and semi-structured interviews with both pupils and subject teacher. There were 12 informants from a national gymnasium programme participating in the vocabulary test. Seven of them had Swedish as a second language and six of them has Swedish as a first language. Six informants participated in interviews.

             The results showed that there were both quantitative and qualitative differences between the groups. The results also imply that informants with higher scores in the vocabulary test are more aware of which methods to use in the hearing and reading of an unknown vocabulary. The subject teacher was well aware of which words in teaching could be hard to understand for second language pupils, but underestimated the pupils’ knowledge of words.

             The test results were not statistically tested and could therefore not be generalized for the population. Contemporary field research supports the test results.

  • 92.
    Björknert, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    "Idag måste alla kunna läsa": Tre pedagogers arbetssätt med elever i läs- och skrivsvårigheter2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of the study is to investigate how three pedagogues with different orientations work with reading and writing difficulties in the same school. A qualitative method with interviews and observations of the teachers was applied to investigate the methods used by a special education teacher, a class pedagogue and a special education pedagogue, and the needs for support in the teaching of pupils with reading and writing difficulties. In the design of interview questions and observation protocols and the processing of the collected data, the research method has been deductive, which means that themes based on the aim of the study and previous research were the starting point for the categorization of the data.

    The results of the study show that the group of pupils with reading and writing difficulties is problematic because the needs for support vary greatly and because, according to the pedagogues, the iPad was the device that contained the alternative tools that were able to give the pupils the best support. It is important to have variation in the teaching, and different apps can offer this. The theoretical premise of the study is the socio-cultural perspective which revealed itself in the way that, no matter what difficulty the pupil has, support from the pedagogues is needed to advance in the learning process, and this should take place in social interaction between pedagogue and pupil. 

  • 93.
    Björnsdotter, Sofia
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kihlman, Sarah
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Läsmotivation och kunskaps-krav – i harmoni?: En studie av hur sex lågstadielärare arbetar med läsmotivation inom ramarna för läroplanen2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to gain insight into how teachers work to create motivation to read while simultaneously ensuring that pupils achieve the required knowledge. To investigate this, qualitative interviews were conducted with six teachers at two different schools. The working methods and important aspects that the teachers described were: reading aloud, conversations about books, competitions, accessibility and time for reading. The difficulties they mention are decoding problems, circumstances at home, and the choice of book. They also highlight their own role and that of parents as reading models for the pupils. The results suggest that the teachers do not regard the required knowledge as an obstacle in their work of motivating pupils to read, but they bring up certain problems with assessment. The working methods can affect the inner and the outer motivation in different ways. Motivating the pupils through competitions is problematized on the basis of research.

  • 94.
    Björnsdotter, Sofia
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Kihlman, Sarah
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Läsupplevelser hemifrån: En kvalitativ studie av åtta förstaklassares relation till läsning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how children in grade 1 relate to and make use ofreading. The method used is qualitative interviews with eight seven-year-olds to elicittheir attitude to and experiences of reading. The results indicate a positive outlook onreading and a focus on reading in order to learn. The uses for reading that the childrenmention can mostly be connected to school. Children who have rich experiences ofreading aloud from home seem to prefer to choose fiction when they read forthemselves. Children who are not read to in the home, in contrast, tend to choose nonfictionbooks rather than fiction. Those who read aloud to family members at homewere found to have more favourite books than the others. Most children have readingrole-models in the home, which research has shown to be positive for their continuedreading development.

  • 95.
    Blad, Mari
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Lärares skrivdiskurser i teori och praktik.: En fallstudie av lärare i årskurs 6.2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this discourse-analytical study is to investigate teachers’ beliefs about writ-ing and writing instruction and how their beliefs and writing instruction can be understood in relation to the Lgr11 syllabus in Swedish. The study included five teachers who teach in grade 6 of primary school, where I applied Roz Ivanič’s theories of written discourses, based partly on interviews with teachers and classroom observations of teaching, partly on the Swedish curriculum for grades 4–6. The result shows that teachers move within creativi-ty, process, genre and social practice discourse, while the skills of discourse and the socio-political discourse lack matching. The result also shows that there are relatively large convergences between teachers and teaching statements. The core content of the curriculum related to writing can be linked to all written discourses, while the overall objectives relat-ing to writing lack a match in two written discourses of creativity and process discourse.

  • 96.
    Blomberg, Charlotta
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Andraspråksinlärares input av partikelverb: En studie om partikelverbs förekomst i lärarledd undervisning och i läromedel2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag 

    Syftet med denna studie är att ta reda på vilken input av partikelverb andraspråksinlärare får i undervisning och i läroböcker eftersom forskning visar att input har en bety-dande roll vid inlärning av ett andraspråk. Studien undersöker hur lärare arbetar med partikelverb och om det finns någon skillnad i frekvensen av partikelverb i läroböcker i svenska som andraspråk jämfört med i läroböcker i svenska. Som metod för studien valdes en kombination av kvalitativa intervjuer och läromedelsanalys. Tre verksamma lärare intervjuades och en komparativ frekvensanalys av partikelverben i läromedlen Svenska 1 helt enkelt samt Svenska som andraspråk 1 genomfördes. 

    Resultatet av lärarintervjuerna visar att samtliga lärare undervisar om partikelverb men på olika sätt och i olika hög grad. De är eniga om att betoningen är en viktig förut-sättning för att förstå hur partikelverb är uppbyggda. För att förtydliga var betoningen ska ligga arbetar lärarna med kroppsspråk i form av exempelvis en handklapp samt med skriftlig markering i form av en prick under partikeln. Eleverna får möjlighet att möta partikelverb i olika former, bland annat genom att lyssna och läsa. Skrivövningar i par-tikelverb förekommer däremot sällan. Vad gäller läroböcker i detta avseende anser lä-rarna att de oftast är otillräckliga. Därför letar de själva fram material att använda i sin undervisning om partikelverb. Resultatet av läromedelsanalysen visar att partikelverb förekommer lika ofta i båda läromedlen. Således ger läromedlet i svenska som andra-språk samma input av partikelverb som motsvarande läromedel i svenska. 

  • 97.
    Bloom, Barbro
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Mall och mening: En undersökning av hur mallar påverkar skrivarbetet på en socialförvaltning2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 98.
    Bobrovskij, Lina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Genusmönster och läroplaner: Hur flickor och kvinnor framställs i svenskämnets läromedel2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to study how women are portrayed in three different teaching materials in the subject of Swedish, and how these descriptions relate to curricula from three decades. To shed light on this, the study uses Nikolajeva’s theoretical construction of gender stereotypes, which contains with the traits that stereotypically are characteristic of women and men. The analysis is based on close-reading of the textbooks, and the result shows that the selected teaching materials are not entirely gender-equal. The study covers textbooks from three decades and shows that the teaching materials have changed over time and are moving in the right direction. But there is still some way to go before the textbooks satisfy the demands of the curriculum when it comes to gender and equality between women and men.

  • 99.
    Bohlin, Jenny
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    En gnutta läslust: Fyra lärare och deras arbetssätt för att främja de yngsta skolelevernas läslust2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This project investigates how four teachers work to encourage their pupils’ love of reading. The study was conducted with the focus on teachers working in grades 1–3. The teacher’s view of their own role in furthering love of reading is also considered.It is hoped that other teachers will gain inspiration and ideas about how to work to motivate their pupils to read.To ascertain the four teachers’ opinions and thoughts I conducted qualitative interviews which I then analysed with the help of sentence concentration.The study shows that the teachers work in similar ways, but what they all have in common is that they further love of reading through methods that include conversation and communication with classmates and teacher. It has also been found that the teachers think that the responsibility for encouraging children’s lies not just with the teacher but also in the children’s home.

  • 100.
    Bojent, Linda
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Motivation och målsättning: En korrelationsstudie med nyanlända ungdomar i svenska som andraspråk2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammandrag

    Syftet med föreliggande studie är att undersöka hur mycket och på vilka sätt nyanlända ungdomar motiveras till att studera svenska som andraspråk samt att se om motivation och mål korrelerar med språkfärdighet. 

    För att få svar på forskningsfrågorna valdes en kvantitativ metod i form av en enkätundersökning och ett språkfärdighetstest (Swedex). Enkätfrågorna formulerades i tre kategorier; integrativ motivation, instrumentell motivation (Gardner 1972) och effektiv målsättning (Locke 1996). Undersökningen utfördes på en Språkintroduktion och 23 elever deltog. Datan sammanställdes och medelvärden och standardavvikelser räknades ut för de tre kategorierna. Sedan räknades Pearsons r och p-värde ut för att en eventuell korrelation mellan motivation/mål och studieresultat skulle kunna utläsas.

    Resultatet visade att eleverna är relativt starkt motiverade och arbetar med målsättning. Studien visade att eleverna var något mer instrumentellt än integrativt motiverade och att målsättning var den viktigaste faktorn för eleverna även om skillnaden var liten. Ett t-test visade att denna skillnad var signifikant. Det visade sig inte finnas någon signifikant korrelation mellan motivation/målsättning och språkfärdighet.

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